Construction and Validation of a General Science Aptitude Essay Example

Construction and Validation of a General Science Aptitude Essay Example Construction and Validation of a General Science Aptitude Essay Construction and Validation of a General Science Aptitude Essay Ilorin Journal of Education, Vol. 27 August, 2007 CONSTRUCTION AND VALIDATION OF A GENERAL SCIENCE APTITUDE TEST (GSAT) FOR NIGERIAN JUNIOR SECONDARY SCHOOL GRADUATES Ariyo, Akinyele Oyetunde (PhD), International Centre for Educational Evaluation, Institute of Education, University of Ibadan, Ibadan, Nigeria. [emailprotected] com +2348034292924 Abstract This paper is a report of a study whose major purpose was to develop and validate a General Science Aptitude Test (GSAT) for Junior Secondary School graduate seeking admission into senior secondary school one in Nigeria. The specific objectives were to describe the various stages in the development and validation of GSAT and also to determine the psychometric properties of the instrument. The Pearson Product Moment Correlation, Test difficult index, discriminative index and the KuderRichardson 21 statistics were used for the analysis of results. The results of analysis show that the GSAT was moderately difficult for the sampled students (average item difficult is 0. 39), while the instrument was found to be reliable since internal consistency was found to be 0. 90. The inter-correlation among the GSAT‘s sub-scales was found to be substantial . GSAT is recommended for use in other parts of the world. Introduction There is a strong agreement among educationist and psychologist on the utility of aptitude tests in the process of educational and vocational decisions, about placement, streaming, admission and classification of students and job seekers (Gay, 1980; Macklem, 1990). According to Gay (1980), aptitude tests help the teacher to test more realistic expectations of students’ abilities and facilitate the identification of under achievers. The terms intelligence, ability, and aptitude are often used interchangeably to refer to behaviour that is used to predict future learning or performance. However, subtle differences exist between the terms. The tests designed to measure these attributes differ in several significant ways. Like intelligence tests, aptitude tests measure a students overall performance across a broad range of mental capabilities. But aptitude tests also often include items which measure more specialized abilities such as verbal and numerical skillsthat predict scholastic performance in educational programs. Compared to achievement tests, aptitude tests cover a broader area and look at a wider range of experiences. Achievement tests tend to measure recent learning and are closely tied to particular school subjects. Aptitude tests tell us what a student brings to the task regardless of the specific curriculum that the student has already experienced. The difference between aptitude and achievement tests is sometimes a matter of degree. Some aptitude and 20 Ariyo, Akinyele Oyetunde achievement tests look a lot alike. In fact, the higher a student goes in levels of education, the more the content of aptitude tests resembles achievement tests. This is because the knowledge that a student has already accumulated is a good predictor of success at advanced levels. In literature there is no single definition of aptitude. Some investigators defined aptitude as the characteristics of a person that are regarded as indices of his capacity to acquire, through future training some specific set of responses (Aiken, 1988; Gronlund, 1981). On the contrary some other investigators see it as natural or innate capacity for a particular performance (Yejide, 1973; Thorndike Hagen, 1977). Aptitude tests are cognitive (intellectual) measures used to predict future performance in some activities such as school learning and other forms of accomplishment (Aiken, 1988; Gronlund, 1981; Sax, 1980). Aptitude tests are widely used in schools and industries. Teachers might want to administer aptitude test to help them identify students who have potential to perform well in physics in the future so that they could be offered physics instruction. This is in line with previous research findings, whereby a positive link had already been established (Aiken, 1988; Gagne Briggs, 1979; Gronlund, 1981; Thorndike Hagen, 1977). The United States Employment service developed the General Aptitude Test Battery (GATB) which is widely used in the United States by State Employment offices and has been made available as a model or starting point for the development of aptitude batteries in other countries (Tittle, 1990). The Armed Services Vocational Aptitude Battery (ASVAB) is the most widely used aptitude battery in United States high schools. The Differential Aptitude Tests (DAT) was designed primarily for educational and vocational counselling in U. S. A. secondary schools (Tittle, 1984). An early ork on the differential test is a battery devised for the selection of apprentices in the metal trades. Aptitude testing derived prominence when it became apparent that intelligence tests were rather limited in their coverage of special abilities or talents (Denga, 1987). Ikeotuonye (1986) validated the Differential Aptitude Test (DAT) in Kaduna State of Nigeria. The DAT battery consists of eight independent tests, n amely: Verbal Reasoning (VR), Numerical Ability (NA), Abstract (CSA), Mechanical Reasoning (MR), Space Relations (SR), Language usage: Spelling (LU-I) and Language usage: Grammar (LU-II). The specific objective of the study was to determine whether the location of schools, in terms of ruralurban categorization, had any effect on the students’ scores on the Differential Aptitude Tests. The sample was made up of 75 girls and 325 boys (400 students) from eight secondary schools in Kaduna State. The results of the study showed that the students in urban areas performed better than the students in rural areas. It was then established empirically that the experiential background of the students had observable effects on their aptitudes. Attempts have been made to develop tests of intelligence and creativity (Bakare, 1972; McCarthy, 1973; Ohuche Ohuche 1973; Yoloye, 1973) adapted various standardized tests of intelligence in measuring pupils’ achievements. Also, Akinboye (1977) developed a test aimed at measuring the creative abilities of post primary students. 21 Ilorin Journal of Education, Vol. 27 August, 2007 In Nigeria, the Federal Government established the Nigerian Aptitude Test Unit (NATU) in 1963 which has helped the West African Examination Council (WAEC) in constructing and administering aptitude tests (WAEC NEWS, 1989). In order to reduce the dependence on foreign tests, the Test Development and Research office (TEDRO) a branch of WAEC came into existence in 1963. TEDRO has designed over twenty-one (21) types of aptitude tests. W. A. E. C. aptitude tests were designed for selection of candidates into various education programmes such as: secondary schools, Vocational /Technical schools, Schools of Nursing, the Polytechnics and Occupational services. The tests are useful in streaming students into various courses of study, for example, the scholastic or purely academic science, technical and commercial (Soriyan, 1978). Yejide (1979) indicated that the predictor tests for science ability designed by W. A. E. C. are a battery of eight aptitude tests. It consists of verbal Analogies (VAL), the reading comprehension (RDL), the memory Test (MEM), Graph (GPH), Arithmetic (RTA), Tables (TAB) and science information (SCI) subtests. They are called I-D tests, specifically designed for use in Africa. They were developed during 1960 1964 in a project supported by the U. S. Agency for International Development which gave the contract to the American Institute for Research. The introduction of the 6-3-3-4 system of education in Nigeria in 1982, constituted a major boost for psychological testing. The Guidance and Counselling Unit of the Federal Ministry of Education, Nigeria commissioned experts from the Nigerian universities and representative from W. A. E. C. to develop and standardize aptitude tests for use in counselling and placement of students after junior secondary education. The tests were standardized in 1986 (Denga, 1987). As at present in Nigeria, the administration of aptitude tests is a yearly exercise in the Federal unity schools. The National Examinations Council (N. E. C. O. ) based at Minna usually administers a series of Aptitude Tests on junior secondary three (JSIII) students in Federal unity schools for the purpose of placement in different classes such as Arts, commercial, science and technical classes at the senior secondary school one. The developmental trend in Aptitudes testing revealed the need to conduct more studies in the country that involve aptitude testing especially that will cut across the Federal, State and Privately owned secondary schools. Uses of Aptitude Tests In general, aptitude test results have three major uses: Instructional: Teachers can use aptitude test results to adapt their curricula to match the level of their students, or to design assignments for students who differ widely. Aptitude test scores can also help teachers form realistic expectations of students. Knowing something about the aptitude level of students in a given class can help a teacher identify which students are not learning as much as could be predicted on the basis of aptitude scores. For instance, if a whole class were performing less well than would be predicted from aptitude test results, then curriculum, objectives, teaching methods, or student characteristics might be investigated. Administrative: Aptitude test scores can identify the general aptitude level of a high school, for example. This can be helpful in determining how much 22 Ariyo, Akinyele Oyetunde emphasis should be given to college preparatory programs. Aptitude tests can be used to help identify students to be accelerated or given extra attention, for grouping, and in predicting job training performance. Guidance: Guidance counselors use aptitude tests to help parents develop realistic expectations for their childs school performance and to help students understand their own strengths and weaknesses. According to Macklem (1990), research data shows that individually administered aptitude tests have the following qualities: They are excellent predictors of future scholastic achievement. They provide ways of comparing a childs performance with that of other children in the same situation. They provide a profile of strengths and weaknesses. They assess differences among individuals. They have uncovered hidden talents in some children, thus improving their educational opportunities. They are valuable tools for working with handicapped children. Research indicates that self-awareness and self-control are the building blocks upon which people skills are built. In other words, without awareness and control of your emotions and knowledge of how emotions affect your behaviors, there is little, if any, foundation upon which to build people skills (Emotional Intelligence Screening EQ test01). People skills† is a term that encompasses a number of important competencies such as social and organizational awareness and the ability to manage relationships well. People skills are more a product of environment than of genes. The fact is that no one is too old to learn, practice and acquire new people skills, or emotional intelligence. On account of aptitude test considerable utility, therefore, several approaches have been tried in the overall efforts to produce valid and reliable instruments for the measurements of aptitude. Among the various approaches available for the construction of aptitude tests are: 1. The differential test approach, the component ability test approach, the work sample test approach and the analogous (Horrocks and Schoonover 1968). 2. The process of similarities, verbal analogies, memory, comprehension boxes approaches (WAEC I-D). 3. Comparison approaches (Cooley, 1958). In the differential approach a number of relatively distinct abilities believed to be of major importance in assessing and predicting human behaviour in areas of general and special bilities are measured. The component ability test is a test of a single ability, the analogous test either by duplicating the pattern in miniature or by simulating the job without presenting the examinee with an exact reproduction of it. One particular advantage of the analogous test is that it is not necessary to identify the abilities, which underline the task since at least part of the actual job performance is stimulated. The work sample test requires the examinee to perform all or part of the working operations of a given job under non-testing condition. The WAEC I-D approach consists of using similarities, analogies, 23 Ilorin Journal of Education, Vol. 27 August, 2007 memory, comprehension, and boxes among others in the construction of aptitude test items. The comparison approach involves specific abilities needed by practicing scientists. One of the methods of statistical analysis useful for this approach is a factor analysis, which analyses the interrelationships among a battery of test. For the purpose of construction of SGAT an attempt was made by combining the various approaches discussed in the literature. This study developed and validated and a General Science Aptitude Test for Junior Secondary School graduates seeking admission into Senior Secondary School. Research Questions 1. What is the internal consistency of General Science Aptitude Test (GSAT)? 2. What is the discrimination index of GSAT? 3. What is the difficult index of GSAT? 4. What are the relationships among GSAT subscales? Methodology In constructing the present Science Aptitude Test, an extensive review of literature was first undertaken to unearth the various de-limitations of aptitude test and aptitudes construction techniques by different authors. Five broad areas of science aptitudes were identified which formed the five component parts of the instrument. They are Biology (BIO), Chemistry (CHE), General Reasoning (GER), Mathematics (MAT) and Physics (PHY). After obtaining these broad science areas, the next step consisted of writing items bearing in mind the building principles in the various types of aptitudes test construction approaches. The items obtained in this way were then subjected to vigorous editing and formulation. The items judged satisfactory on these bases were then grouped into the existing ive subset areas of SGAT in terms of logical and content analysis. This grouping produced 16 items in each of the five areas making up to 80 items in all. With respect to the mode of response to the test items, it was decided that the multiple-choice items with four option alternative format should be used. Sampling Procedure for Trial Testing At this stage, an experimental version of the Science General Aptitude Test (GSAT ) was trial tested. Five Junior Secondary Schools (JSS) in Jos, Nigeria (1 Federal School type – 2 State Schools type and 2 Voluntary Agency School type) were randomly chosen for the trial testing. In each of the five schools, 10 students in Junior Secondary Three (JS 3) were chosen making a total of 25 boys and 25 girls. The SGAT was administered to those 50 students and a score of 1 was assigned to each correct option of each item. The discrimination and test difficulty indices of each item as well as the average discrimination index and difficulty index in each subsets of the test were obtained in order to determine the value and position of each item and each sub-test in the whole test. Based on these results, the SGAT items were 24 Ariyo, Akinyele Oyetunde eviewed. Using the test difficulty indices, the subset were re-arranged in order of difficulty, thus the BIO sub-test of SGAT was found mostly easy and PHY sub-test was found more difficult. Then, BIO was put first in the test while PHY items were put last. Similarly, in each sub-test, the items were re-arranged in order of difficulty level. The easier items (i. e. the items that many students passed) were put before the difficult items (i. e. the items many students failed). Bloom (1976), suggested that good item difficulty should fall within the range of 0. 40 to 0. 60. To maximize the psychometric properties of GSAT items the lowest and highest discriminative and item difficulty indices using 27% upper scorers group and 27% lower scorers group results were eliminated until 10 items remain in each subsets. The final form of the GSAT therefore consists of 50 items, 10 in each sub-test area. Reliability and Validity of the Science General Aptitude Test (SGAT) Reliability In determining the reliability of GSAT, three groups of secondary school students in JSS 3 whose ages range between 12 and 18 years were used. Group 1 consisted of 44 JSS 3 students (24 boys and 20 females). Group 2 consisted of 44 JSS 3 students (16 males and females). Group three consisted of 135 JSS 3 (86 boys and 49 girls). The group one students represented the Federal owned School Type while Group 2 students represented the state owned school type and group three students represented students from Voluntary owned school Type. In all, 221 JSS III students in Jos were involved in the exercise. The performance of these students on SGAT and its subsets were analysed using the Kudar Richardson formular 21 in order to estimate the internal consistency of the Test. The internal consistency estimate, which is a measure of reliability, is shown in a table 1 below. Table 1: Internal Consistencies of GSAT and its Subscale GSAT and its Subscales GSAT Biology Chemistry General Reasoning Mathematics Internal Consistency Using Kr 21 0. 9 0. 68 0. 62 0. 61 0. 43 No. of Items 50 10 10 10 10 Table 2 shows the summary of discrimination indices of GSAT and its subscales. 25 Ilorin Journal of Education, Vol. 27 August, 2007 Table 2: Discrimination Indices of SGAT and its Subsets Discrimination Index GSAT Biology Chemistry General Reasoning Mathematics Physics Discrimination Index 0. 8 0. 51 0. 43 0. 43 0. 28 0. 22 Average 0. 37 Table 3 shows the result of test difficult of GSAT and its subsets. Table 3: GSAT Difficulty Index Table GSAT and its Subjects GSAT Biology Chemistry General Reasoning Mathematics Physics Test Difficulty Indices 0. 39 0. 52 0. 43 0. 49 0. 29 0. 31 Average Test Difficulty 0. 39 Validity of the Instrument One of the more cherished valid ity for aptitude test is predictive validity. The provision of any predictive data would involve following up subject for a number of years and the relative of GSAT precludes furnishing such data at the moment. Other types of validity usually, established for aptitude tests are content validity or face validity. A look at GSAT shows that items in the test are science oriented which lies within the experience of Junior Secondary School (JSS) students in Jos, Nigeria. One other aspect of validity pertains to the inter-correlation among five subjects of GSAT. Table 4 shows such inter-correlation. Table 4: Inter-correlations among the five GSAT’S Subjects N – 21 GSAT Sub-Test Biology Chemistry General Reasoning Mathematics Physics Biology 0. 47 0. 54 0. 28 0. 26 Chemistry 0. 42 0. 22 0. 30 General Reasoning 0. 25 0. 7 Mathematics 0. 22 Physics 26 Ariyo, Akinyele Oyetunde The correlation coefficients were found to be statistically significant. As one would expect, there is substantial inter-correlation among the pairs of sub-tests and they all cluster on one common factor called science aptitude. Nominative Data for the SGAT In this instrument provisions are made for obtaining ipsa tive scores and normative scores (ipsative scores permits comparisons of the relative strength, of characteristics within the individual while the students’ performance based on normative scores permit external comparisons with a normative sample). The first step in the provision of normative data has been completed by administering the GSAT to a random sample of JSS 3 students in the three secondary school types Federal, State and Voluntary agency owned schools in Jos. Table 5 shows the means and standard deviation (SD) on overall students’ performance on GSAT according to the school types. Table 5: Summary of the Means and Standard Deviations on Overall Students’ Performances according to School Types School type Statistics Biology Chemistry General Reasoning Mathematics Physics SGAT Voluntary Agency Federal State N X SD N X S. D. N X S. D 132 5. 1 2. 53 42 6. 52 1. 92 47 4. 30 2. 51 132 4. 21 2. 42 42 5. 50 2. 20 47 2. 96 1. 62 132 3. 83 2. 45 42 4. 90 1. 83 47 2. 60 1. 70 132 2. 77 1. 72 42 3. 45 2. 02 47 2. 28 1. 73 131 2. 86 1. 89 42 4. 05 1. 85 47 3. 09 2. 01 132 19. 34 7. 75 42 24. 33 5. 64 47 15. 40 5. 19 Note: N = number of subjects; X = Mean score and S. D. = Standard Deviation. From Table 5, it could be observed that the students from the Federal school type has the highest means score both in the overall students’ SGAT scores and its’ sub-tests. This was followed by the performance of students from the Voluntary agency school type. The students from the state school type were found to perform least in all the sub-tests except physics. This result has great implication to educational practitioners and policy makers. Both student, school, and out of school factors that have been found to be detrimental to student’s performance and aptitude in science need to be addressed. Discussions The present study constructed and validated a general science aptitude test for junior secondary school graduate as an psychological instrument to assist in placing students into different arms of Senior secondary one classes. The finding of the present study reveals that GSAT test items constructed and validated have internal consistency. This suggests the fact 27 Ilorin Journal of Education, Vol. 27 August, 2007 that the instrument is reliable. It could be adopted and adapted in the country and in other parts of the world to place students into senior secondary schools one. The average discriminative and difficulty index of GSAT were found to be 0. 37 and 0. 39 respectively. This also attests to validity of the instrument in line with Bloom (1976) assertion that good item difficulty fall within the range of 0. 4 to 0. . It was also discovered that there was a substantial inter-correlation among GSAT subscales. This also buttresses the fact that the present instrument is both valid and reliable. Therefore the present instrument is relevant and applicable to Junior Secondary School graduates. The instrument could be obtained by users from the author. Recommendations Placement of Junior Secondary School Gra duate into senior secondary one class should be based on their performance in aptitude test. Students that do well in GSAT for instance are expected to be placed in science classes in senior secondary one. A student who does not do well in GSAT may be given some other types of aptitude tests that will predict their future learning and capability. Researchers should concentrate more efforts on factors that could improve students’ aptitude since previous researches have identified aptitude as a key factor on student’s performance in school. For instance, Ariyo (2006) findings revealed that physics general aptitude has the highest causal influence on senior secondary school students’ physics achievement in Oyo State. Out of the nine predictor variables, hypothesized to exert causal influence on achievement in physics, four variables: school type, student gender, student attitude to physics and physics general aptitude significantly exert such causal influence directly. Of the four variables, physics general aptitude has the highest contribution to achievement in physics; it was followed by students’ gender, then the students’ attitude towards physics, and school type factor. Physics general aptitude accounted for 50. 87% of the total effect on criterion variable and 46. 6% of the direct effect. Similar work like the present study should be done in arts and humanity to make the present study more robust. There should also be closer monitoring services in state school type across the country and in other parts of the world. Both science students and teachers from the state school type should be given incentive that will motivate them to do well in science subjects. Positive attitude t owards science subjects should be reinforced among students.

Profile

Marissa Mayer Bio / Profile Name: Name Marissa Ann Mayer Current Position: Chief Executive Officer and President of Yahoo!, Inc. - July 17, 2012-present Former Positions at Google: Vice President, Local, Maps and Location Services - October 12, 2010 to July 16, 2012Vice President, Search Products and User Experience, November 2005-October 2010Director, Consumer Web Services, March 2003-November 2005Product Manager, July 2001-March 2003Software Engineer, June 1999-July 2001 Born: May 30, 1975Wausau, Wisconsin Education High SchoolWausau West High SchoolGraduated 1993UndergraduateStanford University, Bachelor of Science in Symbolic Systems specializing in Artificial IntelligenceGraduated with honors June 1997GraduateMaster of Science in Computer Science specializing in Artificial IntelligenceGraduated June 1999Honorary DegreesHonrary Doctorate of Engineering, Illinois Institute of Technology - 2008 Family Background: Marissa Ann Mayer is the first child and only daughter of Michael and Margaret Mayer; the couple also have a son, Mason, born four years after his sister. Her father was an environmental engineer who worked for water-treatment plants and her mother was an art teacher and stay-at-home mom who decorated their Wausau home with Marimekko prints a Finnish company known for its brightly colored designs against a clean white background. This design esthetic influenced Mayers own choices for Googles user interface years later. Childhood and Early Influences: Mayer states her childhood was wonderful with a world-class ballet school and many opportunities right in town. Both parents were dedicated to nurturing their childrens interests. Her father built a backyard ice-rink for her younger brother and her mother drove her to numerous lessons and activities over the years. Among those she sampled: ice skating, ballet, piano, embroidery and cross stitch, cake decorating, Brownies, swimming, skiing and golf. Dancing was one activity that clicked. By junior high, Mayer danced 35 hours a week and learned criticism and discipline, poise and confidence according to her mother. Other influences figure prominently in her childhood. Her teal-painted bedroom featured Techline furniture (establishing early on her preference for clean lines and minimalist design), and one concession to girlhood was her Jackie Kennedy doll collection. Laura Beckman Anecdote: Mayer frequently mentions a valuable life lesson she learned from Laura Beckman, the daughter of her piano teacher and a talented volleyball player. In an interview with the Los Angeles Times, Mayer explained: She was given the choice of joining the varsity team...[and] sit on the bench for the year, or junior varsity, where she would start every game. Laura shocked everyone and chose varsity. The next year she came back as a senior, made varsity again and was a starter. The rest of the players who had been on junior varsity were benched for their entire senior year. I asked Laura: How did you know to pick varsity? Laura told me: I just knew if I got to practice and play alongside the best players every day, it would make me better. And thats exactly what happened. High School: Mayer was president of the Spanish Club, treasurer of the Key Club, and involved in debate, Math Club, academic decathlon and Junior Achievement (where she sold fire starters.) She also played the piano, took babysitting lessons, and continued to dance; her years of classical ballet training helped her earn a place on the precision dance team. Her debate team won the state championship her senior year which helped her hone her skill of identifying problems and solutions quickly. She credits her work ethic to a job as a supermarket cashier where she memorized produce codes in order to check out items as fast as employees whod been there 20 years. Her highly competitive nature was apparent in her interview with the LA Times: The more numbers you could memorize, the better off you are. If you had to stop to look up a price in a book, it totally killed your average. While experienced cashiers averaged 40 items per minute, Mayer held her own, averaging between 38-41 items per minute. College and Graduate School: As a high school senior, Mayer was accepted to all ten colleges she applied to, eventually turning down Yale to attend Stanford. She entered college thinking shed be a pediatric neurosurgeon, but a required computer course for pre-med students intrigued and challenged her. She decided to study Symbolic Systems which included courses in cognitive psychology, philosophy, linguistics and computer science. While at Stanford she danced in The Nutcracker ballet, engaged in parliamentary debate, volunteered at a childrens hospital, was involved in bringing computer science education to schools in Bermuda and began teaching her junior year. She continued on at Stanford for graduate school where friends recall she pulled all-nighters and often appeared in the same clothes she wore the day before. Early Career Path: Mayer served at the UBS research lab in Zurich, Switzerland for nine months and at SRI International in Menlo Park prior to joining Google. Interview with Google: Mayers initial introduction to Google was decidedly inauspicious. A graduate student in a long-distance relationship, she recalls pathetically eating a bad bowl of pasta in my dorm room by myself on a Friday night when a recruiting email arrived from a tiny search engine company. I remember I’d told myself, New emails from recruiters - just hit delete. But she didnt because shed heard about the company from one of her professors and her own graduate studies focused on the same areas the company wanted to explore. Although shed already received job offers Oracle, Carnegie Mellon and McKinsey, she interviewed with Google. At that time, Google only had seven employees and all the engineers were male. Realizing that a better gender balance would make for a stronger company, Google was eager for her to join the team but Mayer didnt immediately accept. Over spring break, she analyzed the most successful choices shed made in her life to see what they had in common. Decisions about where to go to college, what to major in, how to spend summers all seemed to revolve around the same two concerns: One was, in each case, I’d chosen the scenario where I got to work with the smartest people I could find....And the other thing was I always did something that I was a little not ready to do. In each of those cases, I felt a little overwhelmed by the option. I’d gotten myself in a little over my head. Career at Google: She accepted the offer and joined Google in June 1999 as he 20th employee hired by Google and its first female engineer. She went on to establish the look of Googles interface as a search engine and oversee the development, code-writing, and launch of Gmail, Google Maps, iGoogle, Google Chrome, Google Health, and Google News. She heavily influenced the companys biggest successes such as Google Earth, Books, Images and more, and she curated Google Doodle, the morphing of the familiar homepage logo into designs and images celebrating special events around the world. Named a Vice President in 2005, Mayers most recent role had her supervising the companys mapping products, location services, Google Local, Street View and many other products. During her 13-year tenure she led the product management effort for more than a decade during which Google Search grew from a few hundred thousand to over a billion searches per day. Several patents in artificial intelligence and interface design carry her name as inventor. She has been very vocal in her support of smart product design, intense corporate teamwork and girl power. Move to Yahoo She assumed the reins at Yahoo as CEO on July 17, 2012, where she faces a tough battle to restore morale, confidence and profitability. Mayer is the companys third CEO in a year. Move to Yahoo: She assumed the reins at Yahoo as CEO on July 17, 2012, where she faces a tough battle to restore morale, confidence and profitability. Mayer is the companys third CEO in a year. Personal: Mayer dated current Google CEO Larry Page for three years. She began seeing internet investor Zach Bogue in January 2008 and they married in December 2009; the couple are expecting a baby boy October 7, 2012. She owns a $5 million luxury penthouse atop the Four Seasons hotel in San Francisco and later purchased a Palo Alto Craftsman home, but not before looking at more than 100 properties. An aficionado of fashion and design, she is one of Oscar de la Rentas top customers and once paid $60,000 at a charity auction to have lunch with him. Mayer is an art collector and commissioned preeminent glass artist Dale Chihuly to create a 400-piece ceiling installation featuring blown glass sea flora and fauna. She also owns original art by Andy Warhol, Roy Lichtenstein and Sol LeWitt. A cupcake aficionado, shes been known to study cupcake cookbooks, create spreadsheets of ingredients, and test versions of her own before writing new recipes. I’ve always loved baking, she once told an interviewer. I think it’s because I’m very scientific. The best cooks are chemists. She describes herself as really physically active and told the NYTimes that shes run the San Francisco half marathon, the Portland Marathon, and plans on doing the Birkebeiner, North Americas longest cross country ski race. Shes also climbed Mount Kilimanjaro. She regards her ability to anticipate trends as one of her assets: Back in about 2003, I correctly called cupcakes as a major trend. It was a business prediction, but its been widely interpreted as [that] I just like them. Other frequently-mentioned details about Mayer include her love of Mountain Dew and how little sleep she requires only 4 hours a night. Board Membership: San Francisco Museum of Modern ArtSan Francisco BalletNew York City BalletWal-Mart Stores Awards and Honors: Matrix Award by the New York Women in CommunicationsYoung Global Leader by the World Economic ForumWoman of the Year by Glamour magazineNamed one of Fortunes 50 Most Powerful Women in Business at age 33 making her the youngest woman ever to be included Personal: Mayer dated current Google CEO Larry Page for three years. She began seeing internet investor Zach Bogue in January 2008 and they married in December 2009; the couple are expecting a baby boy October 7, 2012. She owns a $5 million luxury penthouse atop the Four Seasons hotel in San Francisco and later purchased a Palo Alto Craftsman home, but not before looking at more than 100 properties. An aficionado of fashion and design, she is one of Oscar de la Rentas top customers and once paid $60,000 at a charity auction to have lunch with him. Mayer is an art collector and commissioned preeminent glass artist Dale Chihuly to create a 400-piece ceiling installation featuring blown glass sea flora and fauna. She also owns original art by Andy Warhol, Roy Lichtenstein and Sol LeWitt. A cupcake aficionado, shes been known to study cupcake cookbooks, create spreadsheets of ingredients, and test versions of her own before writing new recipes. I’ve always loved baking, she once told an interviewer. I think it’s because I’m very scientific. The best cooks are chemists. She describes herself as really physically active and told the NYTimes that shes run the San Francisco half marathon, the Portland Marathon, and plans on doing the Birkebeiner, North Americas longest cross country ski race. Shes also climbed Mount Kilimanjaro. She regards her ability to anticipate trends as one of her assets: Back in about 2003, I correctly called cupcakes as a major trend. It was a business prediction, but its been widely interpreted as [that] I just like them. Other frequently-mentioned details about Mayer include her love of Mountain Dew and how little sleep she requires only 4 hours a night. Awards and Honors Matrix Award by the New York Women in CommunicationsYoung Global Leader by the World Economic ForumWoman of the Year by Glamour magazineNamed one of Fortunes 50 Most Powerful Women in Business at age 33 making her the youngest woman ever to be included Board Membership San Francisco Museum of Modern ArtSan Francisco BalletNew York City BalletWal-Mart Stores Sources: Biographical details on Yahoo CEO Marissa Mayer. Associated Press at Mercurynews.com. 17 July 2012.Cooper, Charles. Marissa Mayer: The bio that made her Yahoos next CEO. Cnet.com. 16 July 2012.Executive Profile: Marissa A. Mayer. Businessweek.com. 23 July 2012.From the Archives: Googles Marissa Mayer in Vogue. Vogue.com. 28 March 2012.Guthrie, Julian. The adventures of Marissa. San Francisco Magazine at Modernluxury.com. 3 February 2008.Guynn, Jessica. How I Made It: Marissa Mayer, Googles champion of innovation and design. LAtimes.com. 2 January 2011.Hatmaker, Taylor. 5 Surprising Facts About Yahoo CEO Marissa Mayer. Readwriteweb.com. 19 July 2012.Holson, Laura M. Putting a Bolder Face on Google. NYTimes.com. 28 February 2009.Manjoo, Farhad. Can Marissa Mayer Save Yahoo? Dailyherald.com. 21 July 2012.Marissa Mayer. Profile at Linkedin.com. Retrieved 24 July 2012.Marissa Mayer: The Talent Scout. Businessweek.com. 18 June 2006.May, Patrick. New Yahoo CEO and former Google star Marissa Mayer has her work cut out for her.Mercurynews.com. 17 July 2012.May, Patrick. Yahoo CEO Marissa Mayers Bio: Stanford to Google to Yahoo. Mercurynews.com. 17 July 2012.Netburn, Deborah. New Yahoo CEO Marissa Mayer is a cheesehead, Wisconsin proclaims. LAtimes.com. 17 July 2012.Taylor, Felicia. Googles Marissa Mayer: Passion is a gender-neutralizing force  CNN.com. 5 April 2012.

Business Management (Social Responsibility and Ethics ) Essay

Business Management (Social Responsibility and Ethics ) - Essay Example As a result, several business ethics theories have been developed. It is worth noting that accurate guidance of ethical principles is quite fundamental if business ethics is to comprise of a substantive discipline (Green 2004). The quest for such business ethics principles has given birth to a number of theories which have been tailored to suit the business environment. For the purpose of this paper, only two of these theories will be discussed. In addition, this paper will provide a basic definition of corporate stakeholder groups as well as corporate social responsibility and thereafter, the paper will describe how the relationship between a corporation and at least two of its stakeholder groups can be managed through corporate social responsibility activities. The paper will also anticipate some potential conflicts which might occur in the process of management. Business management has undoubtedly taken a new shape due to stiff competition in the business field. Business management generally involves getting all the concerned individuals together to bring about desired business goals and objectives. In basic terms, business management consist of planning, organizing staffing as well as directing a group of persons with an aim of accomplishing the desired goals of a business. Due to the undying quest for corporations to compete effectively and gain high rates of return, Corporate Social Responsibility (CSR) is becoming an essential or else a fundamental activity to businesses globally. Now that the world is increasingly becoming a global village and large business organisations serve as global providers, they (corporations) are increasingly acknowledging the benefits of making available Corporate Social Responsibility programs in their every division of the organisation. It is quite worthwhile to note that there is an increasing recognition of the immense contribution of the private sector on the society. The

Marketing - Brio Tuscan Grill Assignment Example | Topics and Well Written Essays - 1250 words

Marketing - Brio Tuscan Grill - Assignment Example One of the most popular means of creating distinction involves uses of integrated marketing communications. The advent of numerous channels of communication has further heightened the need for business organizations to pursue a policy that would help marketers to communicate and showcase their products and service offering to the target market segment. The role of integrated marketing communications become even more important considering the fact that it is the only channel by which marketers can communicate with their customers. The advent of the online channel and e-commerce has further bolstered the need to ensure greater efforts on the part of marketers to undertake a formidable communication plan involving all possible channels of communication so as to capture a large variety of target market audience. The present study would discuss and analyse the integrated marketing communication of Tuscan Grill Restaurant in order to gain a practical insight into the aspect of integrated m arketing communication strategy. Tuscan Grill is an Italian restaurant operating under the Bravo and Brio group of restaurants. The Italian chain of restaurant has its business operations spread across many states in the USA and aims to be one of the finest Italian restaurants in the lucrative US market. The company has a wide menu range covering every famous Italian delicacy. The customer segment of the restaurant includes a broad target audience comprising of business class to professionals and family members. An optimum pricing strategy is followed by the restaurant in order to cover a larger consumer audience. The company’s selling proposition includes providing the best quality of service and a mouth watering menu that tends to generate the best experience for the consumers (Brio Restaurant Group, â€Å"Welcome to BRAVO | BRIO Restaurant Group†). The following sections would present an analysis of the integrated marketing communication strategy of the company so a s to help formulate plausible recommendations for the organization to help maintain profitability and sustainability in the market. Integrated Marketing Communication Integrated marketing communication strategy involves using multiple channels of communication to communicate the message to the target market audience. Over the year advertising and promotional expenses are soaring to new heights and are perceived to be a very crucial factor in determining the success or failure of a product in the market (Belch & Belch, p. 4-5). Bio Tuscan Grill also has an integrated marketing communications strategy with the company using multiple channels of communication. There are many channels of communication that are used by marketers’ namely traditional channels like advertisements both in electronic as well as print media. The growing popularity of internet along with the popularisation of social networking sites like Facebook and Twitter have opened up a new channel by which marketer s can communicate to a large section of the target market audience. The opening up of the website greets audience with a soft music that makes it attractive for viewers and ensures retention so that customers do not navigate away from the website. Bio Tuscan Grill uses direct promotions such as online gift coupons and other discounts to attract customers. Apart from this it also sponsors promotional events where free lunch or dinner is provided to help make consumers taste the

The Power of Perspective Essay -- Sociology Personal Narrative Papers

The Power of Perspective All I needed was a bow tie. Everything else was packed, and I was ready for the weekend, except that I needed a new bow tie. I assumed that some store on Boston’s posh Newbury St. would have one, and sure enough I found a store that sold tuxedos and wedding dresses. Upon entering the store, I noticed soothing classical music playing in the background as the few patrons meandered through the thoughtfully arranged display room. The sole operator of the store was busy with a customer, so I waited for some assistance. Being a scruffy college student, I apparently didn’t invoke any sense of urgency in the store clerk. After a few minutes, he asked me if I needed any assistance in a tone that suggested that I had rushed him through his previous sale, and that he didn’t think I would buy anything of significant value. If that was his assumption, I confirmed it when I informed him that all I wanted to buy was a bow tie. He reacted by saying, â€Å"Yo u must be a waiter?† I felt like saying, â€Å"Actually, I own my own tux, and I need a new bow tie for a black tie wedding in Virginia that went $25,000 over its $50,000 flower budget.†, but that would have been obnoxious, so I held my tongue. I’ve waited tables for many summers, so I was doubly insulted that he referred to my being a waiter in a derogatory manner. Walking away from the store, I thought a lot about what had happened. I was wearing jeans and a t-shirt and I hadn’t shaved in a couple of days, so I looked like your generic college student (Boston is filled with about 100,000). I also only wanted to purchase a bow tie, which leads to two likely conclusions. I either owned my own tuxedo, or I needed it to complete a waite... ...e media’s ever-powerful influence. One of my aunts from Belgium was in recently in the U.S. for business and I was interested to speak with her about the current crisis. She was concerned because she viewed our news coverage as having an American filter, and thought that that might allow the American Government to take advantage of the country’s grief and fears. Now more than ever people have to be careful and try to understand that their perspective can be manipulated by outside forces. To stop the warping effects of groupthink, people have to take a step back from their position and really conduct introspective contemplation. It is very hard for people to try to change their perspectives, because it is part of who they are, but it’s not impossible. People need to be more conscious about how they interpret information, and avoid having a selective memory.

A Description of the PDA Psychometric Test

What is the PDA Psychometric Test? PDA is a psychometric test that through a simple, precise and scientific method allows us to discover and analyze people’s behavioral profiles. It also allows us to evaluate the behavioral requirements of a job and generate detailed compatibilities that apply to the different Human Resources processes. The PDA test does not qualify behavioral profiles as â€Å"good or bad†; it describes the evaluated individual’s behavioral characteristics. In the case of generating a study of compatibilities between a person and a job description, it simply describes and provides details on the strengths and weaknesses. Back to Menu Who uses the PDA test? This psychometric evaluation can be beneficial to: * People: in order to understand their strengths and weaknesses to get a better job, to become better at their current job, to improve their relationship with colleagues, superiors and or/collaborators. * Entities: to identify, develop and/or retain talent. This tool is utilized by most of the leading companies ranked on Great Place to Work. * HR consulting entities: Incorporate a new product into your portfolio, add value to your services, and generate consulting projects based on the psychometric behavioral test. Back to Menu What information does the PDA provide? Through the PDA psychometric test ou can quickly go online to obtain: * A person’s behavioral profile description, detailing (press here to see an example): o Leadership style o Decision-making style o How to lead this person to success o Persuasive skills o Analytical skills o Sales skills o Motivation level o Main skills and strengths o Areas of improvement * Individual and / or group compatibility between one or more individuals and a job. Individual and or group compatibility between one or more individuals and your company’s competences. Back to Menu How does the PDA Report contribute to the professional growth and development of an individual? The complete PDA report will help you to know yourself better and to identify what are your main strengths and weaknesses. At the same time, it’ll allow you to objectively identify the skills you need to maximize your potential. If you are currently interviewing or l ooking for a better job, the complete PDA report will help you to†¦ †¢ Research strategically Interview successfully †¢ Emphasize skills and strengths †¢ Feel confident †¢ Find a job that matches your â€Å"natural† characteristics †¢ †¦other benefits â€Å"From all the possible knowledge, the wiser and more useful is to know yourself† – William Shakespeare. If you are currently working, the complete PDA report will help you to†¦: †¢ Understand and improve your leadership skills †¢ Effectively develop your skills and strengths †¢ Improve your relationship with your colleagues †¢ Plan self-improvement †¢ Understand difficulties with team members †¢ †¦ among many other benefits The key to negotiate with others effectively is to manage you first. The better you know yourself, the better you can relate to others, from a confident, secure and strong position† – Hendrie Weisinger. Back to Menu Does the PDA have theoretical support? The PDA test is a powerful tool with more than 50 years of studies based on different theories and statistics. It is certified for its application in Latin America. The PDA test is based on a model with 5 pillars that measure the following dimensions and their intensities: †¢ Results oriented †¢ People and negotiation oriented Details oriented †¢ Conformity to Rules †¢ Autocontrole emocional The PDA test is based on the following theories: 1) William Moulton Marston’s personality structure 2) Self consistency theory 3) Perception Theory 4) Semantic Study Back to Menu Similarities and differences with DiSC Many evaluation tools are based on the concepts of Emotions of Normal People developed by Marston. These tools were created with emphasis on the advantages and benefits that such methods contributed to the military and working environment. The first generated tools were called â€Å"pure† (PDA). From its first applications the tool manifested its enormous contribution due to the quantity and quality of information. However, the process was extremely slow and complex. It would take 2 hours from the moment the individual finished the evaluation until the analyst was able to produce the results. In the late 60’s, Dr John Greier, from University of Minnesota, modified Marston’s model with the intention to simplify the process and that was the beginning of what we know today as DISC- Which is nothing more than a simplification of Marston’s model. Greier’s simplified version changed the original questionnaire and even though the process took less time to interpret the result, much of the valuable information was lost. Some of the key information missing from Greier’s model is: †¢ Intensity Axis: Measures the intensity of each behavioral tendency. †¢ Profile intensity: Measures how â€Å"faithful† the evaluated person is to his or her behavior. It assesses the flexibility/rigidity level of the person evaluated. †¢ Energy level: Measures the level of energy available. Provides better understanding of the motivation and stress level. Consistency indicator:Measures the information’s consistency and quality level. †¢ Self control Axis: the 5th axis measures the individual’s capacity to control impulses and emotions, related to â€Å"Emotional Intelligence†. Already in the 90’s, with the possibility of every Human Resources employee having their own computer, inter net connection, and the possibility to systemize the process of loading the forms and automatically issuing graphs and reports, resurfaced the many benefits that the â€Å"pure† tools offered to companies over the simplifications provided by the DiSC model..

Global Health Is Collaborative Trans National Research And...

Over the recent decades, global health efforts have contributed to large reduction in mortality rates in low and middle income countries. While there has been profound achievements in the global health, there is still much more to achieve with the growing globalization. Globalization is changing the way that states must protect and promote health in response to the growing number of health hazards that increasingly cross national boundaries (Lee, Ingram, Lock McInnes, 2007). Beaglehole Bonita (2010) defined that â€Å"global health is collaborative trans-national research and action for promoting health for all.† Regardless of the recent proliferation of actors and global health initiatives, the current approach to governance is unable to resolve the existing global health crisis (Gostin Mok, 2009). According to Global Health Council, there are many different actors in global health like donor governments, national governments, multinational organisations, foundations, civil society, nongovernmental organizations, academic institutions and cooperations. All these function at different levels and play a valuable role in improving the health and livelihoods of all. The global expenditure on health is diverse and every actor have their own accounting systems whereas World health organization (WHO) is the only governing body in the global health field, in which the global health decisions are made by its member states, acting through the World Health Assembly which is aShow MoreRelatedAn Organizing Framework For Interprofessional Global Health Education6446 Words   |  26 PagesAn Organizing F ramework for Interprofessional Global Health Education Author Name, University Affiliation, Country Introduction G lobal health is an extremely complex â€Å"†¦ area of study, research and practice that places a priority on improving health and achieving equity in health for all people worldwide. 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